2017
Social Status of VET
This post summarizes a study on the social status of VET in Switzerland. When a VET program has low social status, we can assume that anyone who can pursue the academic option will choose to do so. When the VET program is high-status, however, there will be overlap in the ability levels of people in the VET and academic pathways. Some people who could do the academic route choose instead to do the VET program, because both options have social status. In Switzerland, this is actually the case.
Functional Differentiation and Skills
In an earlier post, we talked about how permeability is about not only having transition mechanisms among programs but also about having a variety of education and training programs in all levels and types. That post argues for permeability from the student point of view, and this one addresses why companies want a permeable system that offers multiple levels and types of education and training and ways to move through the system.
Introducing the R4D Project
The R4D project is an exciting opportunity for us to learn a lot about what makes TVET work and how it impacts young people. Through this project, we should be able to continue giving CEMETS summer institute participants ever-more-accurate and –useful research findings to improve TVET programs all over the world. This post describes the new six-year, five-country research project in which CEMETS is a key partner.
Functional Differentiation and Permeability
We talk about permeability a lot, and all of the associated concepts around having no dead-end programs and building a strong VET system. For VET to be a permeable system, there need to be clear crosswalks and progression routes, as well as programs at multiple levels and across multiple types of education and training.
Typology of VET Systems
In contrast to general education courses, vocational education and training (VET) prepares young people for direct entry into the labour market. Although there is a common objective, vocational education and training programmes vary substantially at the international level. Up until now, reference points for international comparison of VET programmes have been scarce, and there has been a distinct lack of theory-based as well as empirically applicable approaches facilitating such comparison.